Assessment Approaches

At Lee-on-the-Solent Infant and Nursery School (LOSINS), assessment is viewed as an integral part of teaching and learning and is closely linked to the school’s curriculum. It is used to support teachers in understanding pupils’ learning, identifying next steps, and ensuring that teaching is responsive to the needs of all children. Through effective assessment, teachers can monitor progress, identify barriers to learning, and adapt their teaching to help pupils achieve their full potential, thrive in their learning, and develop a strong sense of belonging within the school community.

The school uses three broad forms of assessment to support learning and monitor progress.

Formative Assessment (Assessment for Learning)

Formative assessment takes place on a day-to-day basis within the classroom and is used by teachers to inform teaching and learning. Through observation, questioning, discussion, and reviewing pupils’ work, teachers gather information about what children understand and where they may need further support. This ongoing assessment enables teachers to plan appropriate next steps in learning and design activities that are matched to a child’s abilities, interests, and previous experiences. As a result, teaching can be adapted to support progress and deepen understanding.

Diagnostic Assessment

Diagnostic assessment helps teachers identify what a child can and cannot do in more detail. It is used to pinpoint specific gaps in knowledge or understanding and to determine where additional support may be required. By identifying these areas early, teachers can implement targeted strategies and interventions to address learning needs and help pupils make progress.

Summative Assessment (Assessment of Learning)

Summative assessment provides a snapshot of a child’s achievements at a particular point in time. It allows teachers and school leaders to review progress and attainment and evaluate how well pupils are meeting expected standards. Summative assessments help inform reporting to parents and contribute to a wider understanding of pupils’ development across the school.

Nationally Standardised Summative Assessment

In addition to teacher-led assessment, pupils also take part in nationally standardised assessments. These include;

Reception Baseline Assessment at the beginning of Reception

Early Years Foundation Stage (EYFS) Profile at the end of the Reception year

Year 1 Phonics Screening Check.

The Early Years Foundation Stage (EYFS) statutory guidelines requires every child between the ages of 2–3 years to have their development assessed & evaluated. The assessment details a child’s progress in three areas of learning: Personal, Social and Emotional Development, Physical Development and Communication and Language.

These assessments provide nationally comparable information about pupils’ development and attainment and help schools monitor progress and outcomes over time.

OFSTED

Please find below our most recent Ofsted report.